Disciplines and Ideas in

Social Sciences
Quarter 1 – Module 5:

Supplementary Learning Module

for Senior High School Learners
Disciplines and Ideas in Social Sciences - Grade 11
Alternative Delivery Mode
Quarter 1 – Module 5: Supplementary Learning Module for SHS Learners

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Benhur P. Doronila
Editors: Alfredith D. Fuentebilla, Lord Ivan A. Pancho
Paulo E. Cabatac
Illustrator: Albert M. Cabrera
Layout Artist: Jay Blas B. Mopra
Management Team: Ma. Gemma M. Ledesma Mylene D. Lopez
Elena P. Gonzaga Paulo E. Cabatac
Donald T. Genine Donna Belle S. Miguel
Celestino S. Dalumpines IV Helen Grace S. Poderoso
Grace T. Nicavera Jarrett Irvin C. Gayosa

Printed in the Philippines by

Department of Education – Region VI

Office Address: Duran Street, Iloilo City
Telefax: (033) 336-2816, (033) 509-7653
E-mail Address: [email protected]
Disciplines and Ideas in
Social Sciences
Quarter 1 – Module 5:

Supplementary Learning Module

for Senior High School Learners
Introductory Message
For the facilitator:

Welcome to the Disciplines and Ideas in the Social Sciences Alternative Delivery Mode
(ADM) Module on (Supplementary Learning Module for Senior High School Learners!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Disciplines and Ideas in the Social Sciences Alternative Delivery Mode
(ADM) Module on Supplementary Learning Module for Senior High School Learners)!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be given
Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

We are done with determining the disciplines related to Social Sciences. As we

continue to discover the mysteries beyond our being with the society, we are
introduced to the ideas that seem to affect our community as a whole.

Theories concerning our being one with the society emerged as social scientists try
to answer how or why communities exist. This module will allow us to analyse the
basic concepts and principles of three theories concerning social science, namely
Structural Functionalism, Marxism and Symbolic Interactionalism.

After going through this module, you are expected to:

1. Understand the basic concepts and principles of the theories of Structural

Functionalism, Marxism and Symbolic Interactionalism.

2. Express the core principle/s of the said theories creatively through

graphical representations; and

3. Justify the truthfulness of the said theories by relating it to real-life

experiences.
 What I Know

Direction: Read each item carefully and use extra sheet to write your answers.

MULTIPLE CHOICE. Read the following statement and choose the correct answer
among the options below. Write in your answer sheet the letter of your choice.

1. A French philosopher who stated that when one of these systems breaks down, it
affects the other parts and weakens the functionality of the whole.
A. Sigmund Freud C. Emile Durkheim
B. George Herbert Mead D. Herbert Spencer

2. An approach that sees society as a complex system whose parts work together to
promote solidarity and stability.
A. Structural Functionalism C. Psychoanalysis
B. Symbolic Interactionalism D. Marxism

3. It is an unintended consequence which make for the adaptation or adjustment of

a given system.
A. Latent Function C. Misfunction
B. Manifest Function D. Dysfunction

4. What Filipino famous dictum best describes structural functionalism?

A. “Ang sakit ng kalingkingan, sakit ng buong katawan”.
B. “Magbiro lang sa duling, wag lang sa matsing.”
C. “Ang sakit ng katawan, nagmula sa kalingkingan”.
D. “Mas masakit ang mawalan kaysa magkaanak”.

5. Which of the said experiences best describes structural functionalism?

A. John knows that if the chain of his bicycle is broken, it will not run.
B. Marina thinks that the paper in her lap is used for writing.
C. Pedro always go against his parents’ decision and finds himself guilty
D. Joana always want herself to do whatever she wants to.

6. This is an approach that acknowledges the economic relations between classes

determine/structure social and political relations.
A. Structural Functionalism C. Psychoanalysis
B. Symbolic Interactionalism D. Marxism

7. He is a German Philosopher who argues that society is in a state of conflict

between the rich & the poor because these social groups have unequal power.
A. Karl Marx C. Emile Durkheim
B. Frederich Engels D. Herbert Spencer
8. For Marx, it is a part of society consisting all social and legal institutions, political
and educational systems, religions, and art.
A. Supernatural Structure C. Economic Base
B. Social Superstructure D. Social Supernatural

9. According to Marxism, it is a tool or part of society which is used to encourage

people to accept the values of the ruling class in order to maintain capitalism.
A. Dialectics C. Conflict State Apparatus
B. Ideological State Apparatus D. Capitalism

10. Which of the following situations shows Marxism?

A. Angelo makes himself inactive after having injured a week ago.
B. Rosita always waits for red light before she stopped moving.
C. Mario goes behind his friend’s back and finds himself correct.
D. Jonna made herself closer to parents after resolving their conflict.

11. He is a famous professor at the University of Chicago but never published his
ideas. He believes that “people's selves are social products, but that these selves
are also purposive and creative.”
A. Sigmund Freud C. Emile Durkheim
B. George Herbert Mead D. Herbert Spencer

12. Which of the following statement does NOT belong to the three premises of
Symbolic Interactionalism?
A. Humans act toward people or things on the basis of meanings they assign
to those people or things.
B. An individual’s interpretation of symbols is modified by his/her own
thought processes.
C. Meaning is derived from how other people observed the things around you.
D. Meaning arises out of the social interaction that people have with each
other; meaning is negotiated through language.

13. What theory is derived from the notion that human action and interaction are
understandable only through the exchange of meaningful communication or
symbols?
A. Structural Functionalism C. Psychoanalysis
B. Symbolic Interactionalism D. Marxism
14. It is the spontaneous, unsocialized, unpredictable, and impulsive aspect of the
self. The subject of one’s actions.
A. I C. Generalized Other
B. Me D. Looking glass self
15. Which of the following situations shows Symbolic interactionalism?
A. Angelo makes himself inactive after having injured a week ago.
B. Rosita always waits for red light before she stopped moving.
C. Mario goes behind his friend’s back and finds himself correct.
D. Jonna made herself closer to parents after resolving their conflict
 Lesson Theories of Social Sciences –
Structural Functionalism,
4 Marxism and Symbolic
Interactionalism
We are done on the first part of the whole subject matter – introducing the Disciplines
of Social Sciences. We are now ready to explore the common theories as to their main
tenets and how it was developed by several sociologist. The first module introduce us
to the theories of Structural Functionalism. Marxism and Symbolic Interactionalism
that we will gradually unpack on this module.

What’s In

Task I. Shortlist.

Following are ideas related to the theories being mentioned above (in the title). Draw
the same table below the box in your answer key and list all the ideas you guess
belongs to each theory. Each theory has at least 5 related topics so choose wisely.

NOTE: Reserve your answers because we will review your answers on the 2nd and
succeeding tasks.

Emile Durkheim Conflict Three Premises (Blumer)

Two Parts of Society Parson’s AGIL Ideological State Apparatus
Dysfunction Karl Marx Order in Society (Parsons)
Unity George Herbert Mead Symbols
Communism I and Me Cooley’s Looking Glass Self

Structural Symbolic
Marxism
Functionalism Interactionalism
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
 What’s New

Task II. The Correct Sequence is?

The social scientist is locked. Help him open all the keys by solving the mystery. Base
on your answer on Task I, arrange your answers dynamically based on the sequence
collaborator – core principle – terminologies. You are only given a limited time finding
the perfect match so focus on arranging the right one. Good luck!

Structural Symbolic
Marxism
Functionalism Interactionalism
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

1. What are the ideas of Social Sciences that are included on this module? Are they
familiar to you? Why?

2. What are the main tenets of these ideas? Are those concepts true? Why?

What is It

A. STRUCTURAL FUNCTIONALISM
- A sociological theory that attempts to explain why society functions the way it
does by focusing on the relationships between various social institutions that
makes up society.
- An approach that sees society as a complex system whose parts work together
to promote solidarity and stability. It looks for a structure’s social function.
- In sociology, functionalism was a theoretical perspective that emphasized that
the parts of social system are interrelated in such a way that none of them can
be fully understood except in terms of their effects on the others.
SF as macro-social perspective
• focuses on the institutions and structures that exist in society as a whole
• functionalist analysis looks at society as composed of structures with their
own functions
• interconnections among these structures exist
• individuals or groups (agents) are constrained by the structures
• society is likened to organism

COLLABORATORS

A. EMILE DURKHEIM
- French Philosopher who publish theories on why some societies were able to
function successfully and others were not.
- According to Durkheim’s theory, societies were held together by social bonds,
which are the shared values and cultural norms to which most people in the
group agree
- Durkheim concluded that in order for societies to function successfully, the
individual pieces have to work together to move forward. When one of these
systems breaks down, it affects the other parts and weakens the functionality
of the whole.

B. TALCOTT PARSONS
- done a great deal of theoretical work over the course of his life and famous for
his structural-functional theorizing.
- believes that function is “a complex of activities directed towards meeting a
need or needs of the system” (Rocher, 1975:40)
- believes that there are four fundamental imperatives that are necessary for all
systems – adaption (A), goal attainment (G), integration (I) and latency (L), or
pattern maintenance, known as AGIL scheme.
- the said scheme was used by Parsons on four action systems – the behavioral
organism, personality system, the social system and the cultural system.

BASIC PRINCIPLES and TERMINOLOGIES

AGIL (Parsons):
1. Adaptation: Securing sufficient resources from the physical and social
environment and then distributing these throughout the system
2. Goal Attainment: Establishing priorities among system resources for their
attainment
3. Integration: Coordinating and maintaining viable interrelationships among
system units through communication and common value systems
4. Latent Pattern Maintenance
a) Pattern Maintenance: Ensuring that actors in the social system display
the appropriate characteristics
 b) Tension Management: dealing with the internal tensions and strains of
actors as they meet the demands of the social system.

Assumptions of Order in Society (Parsons):

• systems have the property of order and interdependence of parts
• systems tend toward self-maintaining order, or equilibrium
• the system maybe static or involved in an ordered process of change the nature
of one part of the system has an impact on the form that others parts can take
• systems maintain boundaries with their environments
• allocation and integration are two fundamental processes necessary for a
given state of equilibrium of a system
• systems tend toward self-maintenance involving the maintenance of
boundaries and the relationships of parts to the whole, control of
environmental variations, and control of tendencies to change the system from
within

Structural Functionalism (Merton)

• middle range theory, more limited
• postulates:
a) functional unity of society
b) universal functionalism
c) indispensability

Function
• different parts of society contribute positively to the operation and
maintenance of the entire system
• goods and services are produced/manufactured in order to satisfy the needs
of the consumers; the institution of family plays the role of procreation;
political system exist to maintain peace and order, among other
• agency carry out their tasks in the context of society that is align or consistent
with norms, values and structure of the society
• (Merton): “those observed consequences which make for the adaptation or
adjustment of a given system’
• manifest function: intended
• latent function: unintended
• Dysfunction: negative consequences

Independence and social equilibrium

• every social structure is interdependent with one another
• different parts of society work together in an orderly fashion to attain social
stability, progress, development, integration
• there is social equilibrium, consensus and not conflict among the social
structures
Evolutionary change
• change is orderly, gradual and evolutionary (not revolutionary; not
cataclysmic; not abrupt)
• Conflicts and other external forces could prime social change but these are
adjustments to attain further equilibrium and stability
• As development or change happens, the different parts of society tend to be
more differentiated in terms of their functions (functional differentiation)

B. MARXISM
- is an intellectual process which tries to unify scientific analysis and
emancipator social movements for the purpose of revolutionizing human society.
- It offered humanity a social, political, economic, and cultural understanding of
the nature of reality, society and the individual.
- An approach that acknowledges the economic relations between classes
determine/structure social and political relations.

COLLABORATOR

A. KARL MARX

- Root of Marxist literary theory

- Born in Tier, Germany in 1818, His writings became the basis of Marxism
Approach.
- He died on 14 March 1883
- Books of Marx includes: The German Ideology (1845), B. The Communist
Manifesto (1848) and C. Das capital (1867)
- Marx basically argues that since industrialization, society is in a state of
conflict between the rich & the poor because these social groups have unequal
power
- Marx believed that society had progressed from one economic system to
another. As society progresses from a feudal system to a more market-based
economy, the actual process from producing, distributing, and consuming
goods becomes more complex. People’s functions within the economic system
become differentiated

BASIC PRINCIPLES AND IDEOLOGIES

CORE IDEAS:

1. Our place in the society determine our consciousness

2. Study the relationship between a text and the society that reads it.
3. It focuses on class relations and societal conflict
4. People’s experiences are responsible for shaping and developing an
individual personal’s consciousness.
Two Parts of Society according to Marx
- Economic Base - Engenders and controls all human institutions and
ideologies. It is ideological that is subtly representing the interests of the ruling
class; embedded in the mind and everyday life of the people.
- Social Superstructure- All social and legal institutions, political and
educational systems, religions, and art. It consists of the means of production
(raw materials, technologies) and the social relations of production
(owner/landlord or worker/renter)

IDEOLOGICAL STATE APPARATUS is a tool or part of society which is used to

encourage people to accept the values of the ruling class in order to maintain
capitalism.

TERMINOLOGIES

A. DIALECTICS
“Reality is a process of change”. Marxists claimed that “uneven development
as a universal law of human history”. Contradiction refers to the idea that
social relationships contain opposing or incompatible forces.

B. HISTORICAL MATERIALISM
“theory of history” – human history is basically determined by the material
conditions.

C. FORCES OF PRODUCTION
“include all those things which determine the technical efficiency of the
production process e.g. human skill, tools, knowledge, energy, land…”

D. RELATIONS OF PRODUCTION
“the social relations which govern the use of labor in production and the
disposition of the economic product”.

E. SOCIALISM
The means of production are socially owned and democratically controlled.

F. COMMUNISM
Classless society; utopian society; Common ownership of the means of
production.
C. SYMBOLIC INTERACTIONALISM

- Perspective that relies on the symbolic meaning that people develop and rely
upon in the process of social interaction.
- The basic notion is that human action and interaction are understandable only
through the exchange of meaningful communication or symbols.
- Symbolic interaction analyzes society by addressing the subjective meanings
that people impose on objects, events, and behaviors. Subjective meanings are
given primacy because it is believed that people behave based on what they
believe and not just on what is objectively true.
- An approach that sees society as the product of everyday interactions of
individuals.

COLLABORATORS

A. GEORGE HERBERT MEAD

- is a professor in the University of Chicago, never published his ideas but his
students published his works in SELF, MIND and SOCIETY?
- Pioneered the development of symbolic interaction perspective and argued
that “people's selves are social products, but that these selves are also
purposive and creative.”

B. HERBERT BLUMER
- is Mead’s chief disciple and coined the term “Symbolic Interactionalism”.
According to him, communication is the most human and humanizing activity
in which people are engaged.

BASIC PRINCIPLES

THE THREE PREMISES OF SYMBOLIC INTERACTIONALISM

PREMISE 1: Humans act toward people or things on the basis of meanings they
assign to those people or things.

PREMISE 2: Meaning arises out of the social interaction that people have with each
other; meaning is negotiated through language.

PREMISE 3: An individual’s interpretation of symbols is modified by his/her own

thought processes.

DEVELOPMENT OF THE SELF

- Taking the role of others in unstructured play;
- Developing a sense of the generalized other
- The child is taking the role of others learns to view herself from their
perspective, seeing herself as an object.
THE “I” AND “ME”
- The self is composed of two parts, the “I” and the “Me”, both are a part of an
individual’s self-concept and the self is the dialogue between the two.
- “I” is the spontaneous, un-socialized, unpredictable, and impulsive aspect of
the self. The subject of one’s actions.
-“Me” develops gradually through interaction and internalization of the
community. It monitors the “I”. When an individual fails to conform to the
expectations of the society, they are under the influence of the “I”.
COOLEY: LOOKING-GLASS SELF
- We learn who we are by interacting with others
- Cooley argued that during interaction humans serve as mirrors for one
another
- Our view of ourselves comes from not only our contemplation of personal
qualities, but also from our impressions of how others perceive us.
- We base our perception of who we are on how we think other people see us
and on whether this opinion seems good or bad to us.

TERMINOLOGIES

MIND
- Is a process, not a thing, a process through which people carry on transactions
with their environment and deal with their world
- An ongoing activity
- Reflects the human capacity to conceive what the organism perceives, define
situations, evaluate phenomena, convert gestures into symbols, and exhibit
pragmatic and goal related behavior
SELF (Mead)
- Actors reflect on themselves as objects (able to be object and subjects)
- It has a development and is not initially there at birth.
- A product of interaction; selfhood is developed and acquired in a social
context.
SELF AS A PERFORMANCE (Goffman)
- The moral integrity of ‘our’ self
- Selves are created in social interaction
- We stage manage our interactions, through scripts and masks
- We develop ‘back regions’ and try to influence the impressions we ‘give off’
- We adopt different ‘roles’, sometimes cynically (‘role distance’)
- Selfhood is inevitably intersubjective
THE PRESENTATION OF THE SELF (Goffman)
- Impression management: The individual slants the presentation of the self in
order to create distinctive appearances and satisfy particular audiences
- Dramaturgical Approach: People resemble performers in action
- The goal is to create distinctive appearances and to satisfy particular
audiences.
- Goffman argued that roles in life like those in the theater, have both a stage
and a backstage.
- Face-work is another aspect of the self. Maintaining the proper image can be
essential to continued social interaction.
SOCIETY
- Cannot exist without minds and selves
- The organization of human experience and behavior
DEFINITION OF THE SITUATION
- “If men define situation as real, they are real in their consequences” – W.I.
Thomas
- Events, happenings, occurrences present themselves to the individuals and
perceived as situations
- Situations organize the world into meaningful constellations; situations are
the contexts for the creation of social reality
- Situations clarify reality by providing people with categories of meanings
- Some situations are very clear, very conventional or standard; other situations
are far less standards and definitional processes are more idiosyncratic
- Successfully defining the situation, means having one’s definition become the
definition accepted by all participants, means controlling the situation; to
control the situation means to control the behavior of others
- Situations are staged, their elements are assembled, arranged, manipulated
and controlled.
- It’s also possible to redefine the situation.

What’s More

Paint Me a Picture!
Since we are dealing with symbols, draw your own graphical representation of the
core principle/ideology of the theories listed below each picture. Write below your
picture the collaborators and three (3) principles/ideas in which the said theory is
known for.

Structural Functionalism Marxism Symbolic Interactionalism

Collaborator: Collaborator: Collaborator:
Three Principles: Three Principles Three Principles

Note: You can go back to your activity 2 and review if your answers are correct.
Answer here your corrected version.
 What I Have Learned

Reflect:
Are the ideas presented by sociologist TRUE? Why? Can you site a concrete
experience in which one or two of the core ideas of any of the theories being stated
are applicable?

What I Can Do

Case Analysis.

Read the selection below and answer the questions that follow:

Juana, wanted to examine how her province conduct the fight against COVID
19. At first, she examined that there were indifferences between her grandparents as
to their beliefs about mass testing. There were also conflict between the church and
the local government unit (LGU). The said office is planning to build a community-
wide quarantine center in the forest near Barangay Kagitingan where Inday Juana
lives. More so, the dean in their provincial state college was involved in a controversy
regarding child abuse, but the governor (who turned to be Juana’s father) dismissed
the case because the dean was a three-year national awardee. The high-ranking
church officials, however, filed a case against the dean in the provincial court for
committing the alleged crime. The LGBTQ community was also planning to rally
against the school for they believe that their dean is immoral. Inday Juana, being a
lesbian and the governor’s only daughter, was tasked to intervene. The SK Federation
President was incompetent to face them and the governor said they need Inday Juana
to maintain peace in the city.
TRUE or FALSE. Write TRUE if these adheres structural functionalism in the
situation or FALSE if otherwise.

1. Structural functionalism is applied to solve that all.

2. There must be unity between city and province.
3. Juana must do her task towards peace.
4. LGBTQ Community had nothing to do with the issue.
5. The church must always agree with the state.
6. There must be commonalities between institutions.
7. The city must state its vision to all institutions to promote preservation.
8. Conflicts must be stopped to end up COVID 19 battle.
9. Juana must contest her stand across different issues in their province.
10. The family of Juana must be of one thought if they want unity.

TEST II. Answer briefly the said questions:

A. Is unity a solution to the province’s problem? Justify your answer in five

sentences only.

B. If you are Juana, what symbol will you use to address the issues being tasked
for you to serve? Draw it on your answer sheet.

C. As a Filipino youth, what do you think are the things that can be changed by
conflicts being mentioned? Is it beneficial or harmful? Give example and
elaborate in five sentences only.

Assessment

Direction: Read each item carefully and use your notebook to write your answers.

MULTIPLE CHOICE. Read the following statement and choose the correct answer
among the options below. Write in your answer sheet the letter of your choice.

1. An approach that sees society as a complex system whose parts work together
to promote solidarity and stability.
A. Structural Functionalism C. Psychoanalysis
B. Marxism D. Symbolic Interactionalism

2. It is an expected and intended consequences which make for the adaptation or

adjustment of a given system.
A. Latent Function C. Misfunction
B. Manifest Function D. Dysfunction
3. Which of the following principles is NOT pertaining to Structural Functionalism?
A. Parsons’ Four Fundamental Imperatives or AGIL.
B. Merton’s Functions – Manifest, Latent and Dysfunction
C. Colley’s Looking-Glass Self
D. Parsons’ Assumptions of Order in Society

4. Karl Marx believes that society had progressed from one economic system to
another. Following are the indications of the said theory EXCEPT?
A. The production and distribution became more complex.
B. Peoples’ functions became more differentiated.
C. There is a big gap between the different social statuses.
D. Unity arises between the rich and the poor.

5. Following are the core ideas of Marxism EXCEPT?

A. Our place in the society has nothing to do with our consciousness
B. Study the relationship between a text and the society that reads it.
C. It focuses on class relations and societal conflict
D. People’s experiences are responsible for shaping individual personal’s
consciousness.

6. He is a German Philosopher who argues that society is in a state of conflict

between the rich & the poor because these social groups have unequal power.
A. Karl Marx C. Emile Durkheim
B. Frederich Engels D. Herbert Spencer

7. He is a student of George Herbert Mead and wrote his teachings.

A. Sigmund Freud C. Emile Durkheim
B. Robert Spencer D. Herbert Spencer

8. Below are the premises of Symbolic Interactionalism. Arrange them as of their

order based on the concept presented above:
1. Humans act toward people or things on the basis of meanings they assign to
those people or things.
2. Meaning arises out of the social interaction that people have with each other;
meaning is negotiated through language.
3. An individual’s interpretation of symbols is modified by his/her own thought
processes

A. 3 – 1 – 2 B. 1 – 3 – 2 C. 3 – 2 – 1 D. 1 – 2 – 3

9. What theory is derived to human action and interaction are understandable only
through the exchange of meaningful communication or symbols
A. Structural Functionalism C. Psychoanalysis
B. Symbolic Interactionalism D. Marxism
10. Which of the following situations shows Symbolic Interactionalism?
A. Mario always follow the road symbols for safety travel.
B. Margarita always drink vitamins to stay healthy.
C. Lucia always go against her parents and regret later.
D. Robert wanted his work to be efficient and productive.

TEST 2. SPIDER WEB

Below are three spider webs representing the three theories being discussed above.
Kindly fill up the web with necessary details such as:

A. Core Principle in the middle below each idea; and

B. Basic Ideas/Principles related to each theory in each hand.

Structural
Functionalism
Marxism

Symbolic
Interactionalism
 Additional Activities

WHAT’S MY STAND?

After what have you learned from this module, what are your view towards the core
principles that we had discussed. With the title “Unity, Conflict and Symbols”,
create a write-up either with a poem, a song, a report, or simply through essay.

Rubrics are as follows:

4 3 2 1
Focus and The writing is The writing is The writing is The writing is
Ideas about one main mostly about one not complete. not complete.
(4 points) topic. All of the main topic. Most Some of the The ideas are not
ideas are of the ideas are ideas are supported with
supported with supported with supported with details.
strong details strong details. details.
Voice The writing Most of the Some of the The writing does
(3 points) sounds like how writing sounds writing sounds not sound like
the writer thinks like how the like how the how the writer
and talks writer thinks writer thinks thinks and talks.
and talks. and talks.
Word The writing The writing The writing The writing
Choice and includes vivid includes some includes mostly includes only
Sentence verbs, strong vivid verbs, simple nouns simple nouns
Fluency adjectives and strong adjectives and verbs, and and verbs, and
(3 points) specific nouns. and specific may have some some of them are
The writing uses nouns. The adjectives. The incorrect. The
different kinds writing uses writing uses writing uses all
of complete different kinds of many of the of the same
sentences that sentences. They same kinds of kinds of
flow together. are mostly sentences. Some sentences. Many
complete. sentences are sentences are
not complete. not complete.
Spelling No spelling, Has 1 to 2 Has 3 to 5 Has more than 5
and punctuation and spelling, spelling, spelling,
Grammar grammar errors. punctuation and punctuation and punctuation and
(3 points) grammar errors. grammar errors. grammar errors.
Punctuality Submitted on or Submitted a day Submitted 2 to 3 Submitted more
(2 points) before the after the days after the than 3 days after
deadline. deadline. deadline. the deadline.
Glossary

The following terms used in this module are defined as follows:

1. STRUCTURAL FUNCTIONALISM – An approach that sees society as a

complex system whose parts work together to promote solidarity and stability.
It looks for a structure’s social function.

2. MARXISM – An approach that acknowledges the economic relations between

classes determine/structure social and political relations.

3. SYMBOLIC INTERACTIONALISM – An approach that sees society as the

product of everyday interactions of individuals.

References:

Apulencia, Arthur S, et. al, Disciplines and Ideas in Social Sciences Reader,
Pasig City, Philippines: Department of Education – Bureau of Learning
Resources (DepEd – BLR), 2017.

DepEd Philippines, Curriculum Guide, Disciplines and Ideas in Social

Science, K to 12 Basic Education Curriculum, 2016.

Disciplines and Ideas in the Social Science. UAE: 3G Elearning, 2017.

Galang, Joseph Ariel. “Symbolic Interactionalism”, Powerpoint Presentation,

Slideshare. June 14, 2014, Retrieved on December 15, 2020.

Introtobasicsmarxism-130428145438-phpapp02 , Powerpoint Presentation,

Slideshare. Retrieved on December 15, 2020.

San Juan, Monica. “Marxism” Powerpoint Presentation, Slideshare. February

23, 2015, Retrieved on December 15, 2020.

Tatel, Carlos P. Jr. Disciplines and Ideas in Social Sciences. Sampaloc, Manila:
Rex Bookstore, 2016.
 What I Know
1.
2.
3.
4.
5.
6.
7.
8. B
9. B
10.
11.
12.
13.
14.
15.
What can I do What’s More
Assessments
TEST 1
False Structural Functionalism
A 6. A
True Emile Durkheim
B 7. D
True 4 Fundamental Imperatives
C 8. B
False (Parson’s AGIL)
D 9. B
False Parson’s 4 Action Systems
5. A 10. A Order in Society
True
TEST 2
Structural Functionalism
True
Unity (Middle) True MARXISM
4 Fundamental Imperatives False Karl Marx
(Parson’s AGIL) Four Core Ideas
Parson’s 4 Action Systems True
Two Parts of Society
Order in Society
MARXISM
Ideological State Apparatus
TEST 2 Socialism and Communism
Conflict (Middle)
Four Core Ideas Two Answers Vary
Parts of Society SYMBOLIC
Ideological State Apparatus
Socialism and Communism
INTERACTIONALISM
SYMBOLIC George Herbert Mead
INTERACTIONALISM Three Premises
Symbols (middle) I and Me
Three Premises
I and Me
Cooley’s Looking Glass Self
Cooley’s Looking Glass Self Self as a Performance
Self as a Performance (Goffman) (Goffman)
Answer Key
 For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]